https://journalarsvot.com/index.php/aseana/issue/feed 2024-11-20T12:11:24+00:00 Ts. Dr. Muhammad Noorazlan Abd Azis azlanwildan007@gmail.com Open Journal Systems <p><strong>ASEANA Science and Education Journal (ASEANA)</strong> <strong>[ISSN 2735-069X eISSN 2805-4474] </strong>is a peer-reviewed international journal which welcomes submission involving a critical discussion of policy and practice, as well as contributions to conceptual and theoretical developments in the field not only restricted in the context of Asian region but also open to other regions. It includes articles based on empirical research and analysis (qualitative, quantitative and mix method), systematic literature review and short communication in which it welcomes papers from a wide range of disciplinary in the context of education and inter-disciplinary perspectives pure sciences.</p> <p>The journal embraces the broad range of settings and ways in which science education professionals learning takes place. It is interested in the study of curriculum, pedagogy, and assessment, economic, cultural context in the society.</p> <p>When submitting papers to the journal, authors are encouraged to consider and engage with critical analysis concerning issues relevant to the focus of their work that have been previously published in this journal.</p> <p>ASEANA is published online with a frequency of TWO (2) issues per year (July and December). Besides that, special issues of ASEANA will be published non-periodically from time to time.</p> https://journalarsvot.com/index.php/aseana/article/view/502 2024-05-29T04:06:39+00:00 Yanmei zhang 951564676@qq.com Shanina Sharatol Ahmad Shah shanina@um.edu.my Fatiha Senom fatihasenom@um.edu.my

<p>This paper presents a case study of three Chinese English major students’ experiences of English pronunciation learning from primary school to university, paying close attention to how their beliefs and identity changed throughout time and space. Drawing on the data from written narrative as well as interview, the study revealed that the participants’ English pronunciation learning beliefs both static and dynamic influenced by specific contexts as well as imagined identities. It was also found that their English pronunciation learner identities and beliefs were intricately linked and changed across time in a complex manner as well as influence with each other in bi-directional way. Based on the results, a few recommendations and pedagogical implications for future studies are proposed to broaden the scope of English pronunciation learning and teaching.</p>

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